Physical Education Lesson Plan Essay Example for Free

Physical Education Lesson Plan Essay1. Grade take aim Second Grade2. Estimated level of developmental s cross oute predictable, self-paced (Hastie, 2012). 3. Number of students twenty dollar bill4. Fundamental skill (to be taught) Dribbling a soccer eggs with their feet 5. pronounce standard for Washington State (NASPE, 2008)a. Demonstrates locomoter skills in a variety of activities and lead-up juicys i. somatogenic exercise Uses move/jogging/running skills in soccer ii. Demonstrates manipulative skills with stationary targets1. Example Kicks a b altogether toward a goaliii. Demonstrates mature form in manipulative skills in a variety of activities2. Example Traps a ball in soccerSection 21. Student objectivea. As a result of this lesson students leave behind be able to demonstrate trickle skills composition both(prenominal) walking and consequently jogging. Students will also be able to demonstrate trapping a ball and kicking a ball towards a stationary object.2. Lesso n descriptionb. During this activity students will practice course a ball with their feet first walking and then jogging. Students will agree control of the ball victimisation the inside of their foot art object dribbling the ball between cones towards the pop-up goal at the end of the field. Once the student reaches the last cone they will then trap the ball with their foot and take aim at the goal.3. Classroom management system and student groupingc. Students will be divided into five dollar bill groups with four students in eachgroup each student will receive a shape card and will then be sorted according to the shape displayed on the card. Students will be reminded at the start of class regarding the class rules and consequences. Students will be reminded to use kind words, respect otherwises rape you, listen c arfully, use equipment properly, and if in doubt ask. Consequences and rewards will be handled on a case by case basis meaning praise will be given to individual students and actions will be corrected as necessary. Ultimately the goal is to keep all students involved and engaged while ensuring the condom of everyone. As an educator it is important to be consistent and fair to all students using positive reinforcement and encouraging students to stay on task.4. Equipment call foredd. Twenty soccer balls, twenty-five orange cones for setting up the obstacle course, five pop-up goals at the end of the course, and a large outside grassy field.Section 31. Content Write a script of what the teacher would say and include the following for each task/skill. a. Task 1 Dribbling while walking first in a straight line, then done the cones i. Introducing the task/skill1. Our first objective is to practice dribbling our soccer ball while walking. Remember to use the inside and outside of your foot when lamentable the ball down the field. I want you to first walk down the field dribbling your ball next to the row of cones and then return dribbling the ball while walking done the cones. When the first student bulge outs the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. ii. Safety concerns, rules and protocols to follow during the task2. Watch out for other students3. Be careful not to overtake the student in front of you 4. If the ball gets away from you quickly retrieve it iii.Teaching the task/skill5. educator will demonstrate the task once at the inauguration and then again if students have questions or need extra clarification.iv. Questions to ask during the task as a form of quantifyment 6. What part of our foot do we use to dribble a ball? 7. Do we want to keep the ball abutting or far away? b. Task 2 Dribbling while jogging first in a straight line then through the cones v. Introducing the task/skill8. Our second objective is to practice dribbling our soccer ball while jogging. Remember to use the inside and outside of your foot when moving the ball dow n the field. I want you to first jog down the field dribbling your ball next to the row of cones and then return dribbling the ball while jogging through the cones. When the first student begins the return trip through the cones the second student in the group may begin dribbling their ball next to the cones. vi. Safety concerns, rules and protocols to follow during the task 9. Watch out for other students10. Be careful not to overtake the student in front of you 11. If the ball gets away from you quickly retrieve it vii. Teaching the task/skill12. Educator will demonstrate the task once at the beginning and then again if students have questions or need extra clarification. viii. Questions to ask during the task as a form of assessment 13. Was it easier or harder to dribble while you were jogging versus when you were walking? 14. Does the change in speed from walking to jogging affect your ability to maintain control of the ball?2. Culminating activityc. Class, now we are going to c ombine our soccer skills together. We are going to have a relay race with each group being a team. The object of the game is for all students in each group to successfully kick their ball into the goal. The first student in each group will dribble their ball through the cones, trap the ball with their foot, and then kick the ball into the goal. Once their ball has successfully made it into the goal they will run back and tag the next teammate in line. The key to success in this game is maintaining control of your ball at all times.3. Assessmentd. In order to assess the students in my class I would use observational skills to determine if they are meeting the lesson objectives. I would use a scale rating system ground on a scale of one to five, with five being perfect and one being unsatisfactory. I would rate the students based upon whether they could maintain control of a ball while dribbling, trap the ball with their foot, and accurately kick the ball towards a stationary object. Section 41. Home/school connectiona. I would send out an email to all parents suggesting ways students can practice dribbling skills at home. In the email I would include ideas such as parents setting up an obstacle course for kids to dribble through. I would suggest that parents can use household objects such as soup cans for the cones and any round ball would work for dribbling. I would encourage parents to practice with their kids by first demonstrating the skill and then just participating. When parents are involved with their kids in a tangible activity the pip-squeak is more likely to stick with it longer and of course it is an excellent way for parents to bond with their child.2. Modifications and adaptationsb. Inclusion of a child with a physical impairment (e.g. a child confined to a wheelchair, or a child that requires the use of assistive technology). i. One way to include a child confined to a wheelchair would be to have them hold the soccer ball in their lap and maneu ver their wheelchair through the cones upon reaching the end they can vomit the ball into the goal. A second way to include them would be to have them use a paddle to dribble the ball through the cones and ultimately contact the ball into the goal. c. Inclement weather or an altered schedule forces you to change your location. Choose a different location to discuss (e.g. a smaller classroom as opposed to a gym).ii. Due to inclement weather the lesson would need to be moved indoors to the gym. Since the gym floor surface is much fast than a grassy field I would have the students only practice dribbling while walking in order to maintain better control of their ball. d. Several children from adifferent grade are temporarily joining this class for this particular lesson. iii. In order to include all students fairly I would disperse the children in groups using the shape cards, but if one group was disproportionately older students or younger students I would need to rearrange a bit . In order for the relay race to be fair each group would need an even mixture of older students versus younger students.ReferencesHastie, P. (2012). Foundations of moving learning. San Diego, CA. Bridgepoint Education, Inc.NASPE (2008). Washington State K-12 state standards. Retrieved from http//www.k12.wa.us/HealthFitness/Standards-GLEs/HealthFitnessStateStandards.PDF.